Status : Verified
| Personal Name | Dela Cruz, Nenita M. |
|---|---|
| Resource Title | Teachers' behavior management practices for students with attention deficit/hyperactivity disorder |
| Date Issued | October 2012 |
| Abstract | Special education teachers (SPED) and general education teachers (GENED) handling children with Attention Deficit Hyperactivity Disorder (ADHD) are faced with daily challenges of meeting the needs of these children. Behaviors of inattention, hyperactivity and impulsivity are constant concerns in the classrooms. This research aimed to identify behavior management practices or strategies used by SPED and GENED teachers from different schools of Metro Manila in managing students with ADHD. Researcher-made questionnaires, observations and interviews were used to collect these data. One hundred six teachers consisting of 53 SPED and 53 GENED teachers participated in the study. Thirty two of these were observed and interviewed. Data of the study revealed that the most prevalent atypical behaviors encountered by all teachers were (a) failure to give close attention to details or making careless mistakes and (b) being often distracted by extraneous stimuli. These were followed closely by (c) difficulty organizing tasks and activities and (d) difficulty following through directions along with leaves seat in the classroom. Results also showed that SPED and GENED teachers from public and private schools regarded 6 symptoms as difficult to manage, 3 of which were symptoms of inattention and the other 3 were symptoms of hyperactivity. These were (a) not following through on instructions; (b) having difficulty organizing task and activities; (c) avoiding, disliking or being reluctant to do task that requires sustain mental effort; (d) leaving seat; (e) running around and climbing excessively; and (f) being always on the go as if driven by a motor. Finally, the most practiced behavior management strategy of SPED and GENED teachers to manage most of the characteristics of students with ADHD was verbal prompting. Data also showed that SPED teachers have more strategies to deal with students with ADHD while GENED teachers were limited to few techniques only. It is recommended that SPED and GENED teachers handling students with ADHD should be given continuous trainings, Collaboration between the SPED and GENED teachers should be strengthened, while administrators of schools must provide training or mentoring for novice teachers of children with ADHD. A manual of behavior management techniques should be created to serve as a ready reference. In addition to these, future studies should also include more time allotment for observation, conduct of training be done in the middle of school year, finding the relationship between perceived difficulty of teachers in handling ADHD characteristics and profile variables, and the conduct of study to all NCR schools and provinces outside Metro Manila. |
| Degree Course | Master of Arts in Education (Special Education) |
| Language | English |
| Keyword | attention deficit/hyperactivity disorder; management practices |
| Material Type | Thesis/Dissertation |
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